An Evaluation of the Hidden Curriculum of Architecture Course based on Islamic Ethics

Document Type : Original Article

Authors

1 Faculty of Architecture and Urban Planning, Tabriz Islamic Art University

2 Professor, Faculty of Architecture and Urban Planning, Shahid Beheshti University

3 Associate Professor, Faculty of Architecture and Urban Planning, Tabriz Islamic Art University

4 Assistant Professor, Shahid Hasheminejad Campus of Mashhad, Farhangian University

Abstract

The recognition of the hidden curriculum results from a deep insight into inner layers of pedagogy, which in turn involves varieties, complexities, with obvious and hidden dimensions. The present research aims to explore important, recurrent factors in the hidden curriculum, and examine possibilities for their improvements using the Islamic practical ethics. It uses two research methods, starting with quantitative content analysis of 25 researches on the topic. A series of five recurrent factors are thus identified: power hierarchies, unhealthy competition, ambiguity of the tutor’s didactic procedures, unreality of designs, and the preference of the visual product over the process. A descriptive-analytic approach is then adopted to explain and evaluate these factors based on quintuple realms of human existence. Taken from the Islamic ethical order, these realms in turn comprise of three internal realms of beliefs, emotions and will on one hand, and two external realms of utterance and action on the other. The results show the possibility of practical approaches based on the Islamic ethical order for all three parties involved in the school – students, tutors, staff – the implementation of which would make grounds for ethical reforms and improvements of the hidden curriculum.

Keywords

References

خسروی، زهره و خسرو باقری. «راهنمای درونی کردن ارزش‌های اخلاقی از طریق برنامة درسی». در فصلنامة مطالعات برنامة درسی، ش 8 (تابستان 1387)، ص 81 - 105.
سهروردی، شهاب‌الدین یحیی. مجموعه مصنفات شیخ اشراق، تصحیح و مقدمة هانرى کربن و سیدحسین نصر و نجفقلى حبیبى، جلد 4، تهران: مؤسسة مطالعات و تحقیقات فرهنگى، 1375.
صفایی‌موحد، سعید و داوود باوفا. «به سوی فرانظریه‌ای دیگر برای شناخت برنامة درسی پنهان»، در پژوهش در برنامه‌ریزی درسی، ش 10 (تابستان 1392)، ص 76 - 96.
فتحی واجارگاه، کورش و سکینه واحد چوکده. «شناسایی آسیب‌های تربیت شهروندی در برنامة درسی پنهان نظام آموزشی متوسطة نظری از دیدگاه معلمان زن شهر تهران و ارائه راهکارهایی برای بهبود وضعیت آن»، در نوآوری‌های آموزشی، ش 17 (پاییز 1385)، ص 93- 132.
مصباح یزدی، محمدتقی. اخلاق در قرآن (معارف قرآن 7)، جلد دوم، قم: انتشارات مؤسسة آموزشى و پژوهشى امام خمینى (ره)، 1394.
مطهری، مرتضی. پیرامون انقلاب اسلامی، تهران: صدرا، 1379.
ملکی، حسن. مبانی برنامه‌ریزی درسی آموزش متوسطه، تهران: سمت، 1379.
ملکیان، مصطفی. «جابه‌جایی ناخشنودی متعلمان». در وبگاه تحلیلی- خبری سازمان معلمان ایران، 1395: http://www.iranto.ir (دستیابی در 3 مهر 1396).
ــــــــ . «هفت جلسه درس‌گفتار پیرامون اخلاق کاربردی»، در وبگاه صدانت، 1395: http://3danet.ir (دستیابی در 25 شهریور 1396).
ــــــــ . در رهگذر باد و نگهبان لاله، جلد اول، تهران: نشر نگاه معاصر، 1395.
مهرام، بهروز و دیگران. «میزگرد تخصصی بازشناسی مفهوم و کاربرد برنامة درسی پنهان»، در مطالعات برنامه درسی ش 8 (پاییز 1387)، ص 156- 171.
مهرمحمدی، محمود و همکاران. برنامة درسی: نظرگاه‌ها، رویکردها و چشم‌اندازها، مشهد: به‌نشر، 1393.
 
Ahrentzen, Sherry & Kathryn H. Anthony. “Sex, Stars, and Studios: A Look at Gendered Educational Practices in .Architecture”, in Journal of Architectural Education, Vol.47, No. 1 (1993), pp. 11-29.
Anthony, Kathryn H. Design Juries on Trial: The Renaissance of the Design Studios, Van Nostrand Reinhold, 1991.
Apple, M.W. “The Text and Cultural Politics”, in Educational Researcher, Vol. 21, No. 7 (1992), pp. 4-19.
________ . The State and the Politics of Knowledge, Routledge, 2003.
Argyris, C. & D.A. Schon. Theory in Practice, San Francisco: Jossey-Bass Publishers, 1992.
Bashir, T. “Reflections on Architectural Design Education: The Return of Rationalism in the Studio”, in Frontiers of Architectural Research, Vol. 3, No. 4 (2014), pp. 424-430.
Bess, P. “Communitarianism and Emotivism: Two Rival Views of Ethics and Architecture”, in K. Nesbitt (ed.), Theorizing a New Agenda for Architecture, New York: Princeton Architectural Press, 1996, pp. 372-382.
Boling, E. & R.A. Schwier & C.M. Gray & K.M. Smith & K. Campbell. Studio Teaching in Higher Education Selected Design Cases, New York: Routledge, 2016.
Bowles, S. & H. Gintis. Schooling in Capitalist America: Educational Reform and Contradictions of Economic Life, New York: Basic Books, 1976.
Cornbleth, Catherine. “Beyond Hidden Curriculum?”, in Journal of Curriculum Studies, Vol. 16, No. 1 (Jan-Mar 1984), pp. 29-36.
Dreeben, R. “The Unwritten Curriculum and its Relation to Values”, in Journal of Curriculum Studies, Vol. 8, No. 2 (1976), pp. 111-124.
________ . On What is Learned in School, London: Addison-Wesley, 1968.
________ . On What is Learned in School, New York: Percheron Press, 2002.
Dutton, Thomas A. “Cultural Studies and Critical Pedagogy: Cultural Pedagogy and Architecture”, in Thomas A. Dutton & Lian Hurst Mann (eds.), Reconstructing Architecture: Critical Discourse and Social Practices, Minneapolis: University of Minnesota Press, 1996.
________ . “Design Studio and Pedagogy”, in Journal of Architectural Education, Vol. 41, No. 1 (1987), pp. 16-25.
________ . Introcluction Voices in .Arhitectural Education: Cultural Politics and Pedapogy, New York: Bergin &Garvey, 1991.
Eisner, E.W. The Educational Imagination: On the Design and Evaluation of School Programs, New York: McMillan Publishing Co, 1979.
Gaufberg, E. H. & M. Batalden & R. Sands & S.K. Bell. “The Hidden Curriculum: What Can We Learn from Third-year Medical Student Narrative Reflections?”, in Academic Medicine, Vol. 85, No. 11 (2010), pp. 1709-1716.
Getzels, J.W. “Images of the Classroom and Visions of the Learner”, in The School Review, Vol. 82, No. 4 (1974), pp. 527-540.
Giroux, H.A. Ideology, Culture and the Process of Schooling, Philadelphia: Temple University Press, 1981.
Glasser, D.E. “Reflections on Architectural Education”, in Journal of Architectural Education, Vol. 53, No. 4 (2000), pp. 250-252.
Gordon, D. “The Concept of the Hidden Curriculum”, in Journal of Philosophy of Education, Vol. 16, No. 2 (1982), pp. 187-198.
________ . “Rules and the Effectiveness of the Hidden Curriculum”, in Journal of Philosophy of Education, Vol. 17, No. 2 (1983), pp. 207-218.
Hassan A. & M.S. Bijandi. “Hidden Curriculum in Higher Education: Linking Philosophy to Practice”, in The Journal of International Management Studies, Vol. 4, No. 1 (2009), pp. 92-98.
Hewitt, T.W. Undertanding and Shaping Curriculum; What We Teach and Why, California: Sage Publication, 2006.
Illich, I. Deschooling Society, London: Marion Boyars Publishers Ltd., 2000.
Kaminer, T. Architecture, Crisis and Resuscitation: The Reproduction of Post-Fordism in Late-Twentieth-Century Architecture, New York: Routledge, 2011.
Keddy, Karen. “Beneath the Umbrella of the Hidden Curriculum: The Underlying Premise, the Existence of Homogeneity, and the Deconstruction of Hierarchy”, in Paradoxes of Progress: Architecture and Education in a Post –utopian Era, Vol. 89 th ASCA Annual Meeting. Baltimore, 2001, pp. 190-194.
Koch, A. & K. Schwennsen & T.A. Dutton & D. Smith. The Redesign of Studio Culture A Report of the AIAS Studio Culture Task Force, Washington, DC: American Institute of Architecture Student Press, 2002.
Kohlberg, L. “The Moral Atmosphere of the School”, in H. Giroux & D. Purpel (eds.), The Hidden Curriculum and Moral Education:Deception or Discovery?, Berkeley: McCutchan Publishing Corporation, 1983, pp. 61-81.
Margolis, E. & M. Romero. “”In the Image and Likeness…”: How Mentoring Functions in the Hidden Curriculum”, in Eric Margolis (ed.), The Hidden Curriculum in Higher Education, New York: Routledge Publishing Company, 2001, pp. 79-96.
Martin, J.R. “What Should We Do with a Hidden Curriculum When We Find One?”, in Changing the Educational Landscape: Philosophy, Women, and Curriculum, New York: Routledge, 1994, pp. 154-169.
Salama, A.M. & L. Maclean. “Integrating Appreciative Inquiry (AI) into Architectural Pedagogy: An Assessment Experiment of Three Retrofitted Buildings in the City of Glasgow”, in Frontiers of Architectural Research, Vol. 6, No. 2 (2017), pp. 169-182.
Salama, A.M. New Trends in Architectural Education: Designing the Design Studio, New York: Routledge, 2005.
________ . Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond, New York: Routledge, 2016.
Saylor, J, Galen & Wiliam M. Alexander & Arthur J. Lewis. Curriculum Planning for Better Teaching and Learning, New York: Holt, Rinehart and Winston, 1981.
Schon, D. Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions, San Francisco: Jossey-Bass, 1987.
Shih, S.-G. & T.-P. Hu, & C.-N. Chen. “A Game Theory-based Approach to the Analysis of Cooperative Learning in Design Studios”, in Des.Stud, Vol. 27, No. 6 (2006), pp. 711-722.
Stevens, G. “Struggle in the Studio: A Bourdivin Look at Architectural Pedagogy”, in Journal of Architectural Education, Vol. 49, No. 2 (1995), pp. 115-202.
________ . The Favored Circle, The Social Foundations of Architectural Distinction, Cambridge: MIT Press., 1998.
Townsend, B.K. Is there a Hidden Curriculum in higher Education Doctoral Programs?, Retrieved from http://files.eric.ed.gov/fulltext/ED460663.pdf.
Tzonis, A. “A Framework for Architectural Education”, in Frontiers of Architectural Research, Vol. 3, No. 4 (2014): 477-479.
________ . “Creativity Real and Imagined in Architectural Education”, in Frontiers of Architectural Research, Vol. 3, No. 3 (2014), pp. 331-333.
Vallance, E. “Hiding the Hidden Curriculum: An Interpretation of the Language of Justification in Nineteenth-century Educational Reform”, in Curriculum Theory Network, Vol. 4, No. 1 (1974), pp. 5-22.
Vandenbroeck, M. & J. Peeters. “Gender and Professionalism: A Critical Analysis of Overt and Covert Curricula”, in Early Child Development and Care, Vol. 178, No. 7-8 (2008), pp. 703-715.
Ward, A. “Design Archetypes from Group Process”, in Design Studies, Vol. 8, No. 3 (1987), pp. 157-169.
________ . “Ideology, Culture and the Design Studio”, in Journal of Design Studies, Vol. 11, No. 1 (1990), pp. 10-16.
Webster, H. “Architectural Education after Schön: Cracks, Blurs, Boundaries and Beyond”, in Journal for Education in the Built Environment, 3(2) (2008), pp. 63-74.
Wren, D.G. “School Culture: Exploring the Hidden Curriculum”, in Adolescence, Vol. 34, No. 135 (1999), pp. 593-596.
Yuksel, S. “Kohlberg and Hidden Curriculum in Moral Education: An Opportunity for Students “Acquisition of Moral Values in the New Turkish Primary Education Curriculum””, in Educational Sciences: Theory & Practice, Vol. 5, No. 2 (2005), pp. 329-338.

Files

History

  • Receive Date: 22 June 2019
  • Revise Date: 23 January 2021
  • Accept Date: 31 December 2020

Share

How to cite

Statistics